The Hunger Project Mobilizing First-Year Students in Service - - PDF document

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The Hunger Project Mobilizing First-Year Students in Service - - PDF document

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3/1/2014 The Hunger Project Mobilizing First-Year Students in Service Learning Around the Issue of Food Insecurity 33 rd Annual Conference on the First Year Experience San Diego, CA February 16, 2014 Developing knowledgeable, ethical,

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The Hunger Project

Mobilizing First-Year Students in Service Learning Around the Issue of Food Insecurity 33rd Annual Conference on the First Year Experience San Diego, CA – February 16, 2014

Contacts: Kerry Priest (presenter) - kerryp@k-state.edu Mike Finnegan (presenter) – mikefinn@k-state.edu Tamara Bauer – tamara@k-state.edu Leigh Fine – fine@k-state.edu

103 Leadership Studies Building Manhattan, KS 66506 785-532-6085 https://www.k-state.edu/leadership

Developing knowledgeable, ethical, caring and inclusive leaders for a diverse and changing world.

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LEAD 212: Introduction to Leadership

LEAD 212 serves multiple purposes for the benefit of our students, our School, and K- State, and the local community.

  • Leader development
  • First-year experience
  • Introduction to the academic

minor and programs

A History of Service: 10 years of Food Collection

2,903 2,749 3,500 6,500 11,130 11,085 9,688 13,860 15,498 12,384 15,811 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

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Past Perspectives … 2006 Changing Paradigms

  • Exercising socially

responsible leadership …

– Leadership for what? – Leadership with who?

The Social Change Model of Leadership

(HERI, 1996)

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Distinctions Among Service Programs

Recipient BENEFICIARY Service FOCUS Learning Service-Learning

Source: Furco, A. (1996) Service-learning: A balanced Approach to Experiential Education. In B. Taylor (Ed.), Expanding Boundaries: Serving and Learning (pp. 2-6). Washington DC: Corporation for National Service.

Provider Community Service Field Education Volunteerism Internship

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From community service to service-learning

  • Leadership for social change is often

best-learned through service (HERI,

1996)

  • Service-learning invites you to bring

who you are, what you know, and what you can do into the classroom and the world beyond (the wall-less classroom) in applying your whole self to creating community change

(Rietenaur, 2005)

  • Putting who you are and what you

know into practice will change who you are and what you know and enlarge your understanding of yourself and the world of others who are both different from and similar to you (Rietenaur, 2005)

Preparation Action Reflection Evaluation

PARE Model of Service Learning (UMD, 1999)

What is the Hunger Project?

Working as a team with your Learning Community, you will plan and execute a group project related to hunger in the Manhattan community though a seven week service-learning experience.

  • Purpose:

– Start to answer the question of “Leadership for what?” in relation to your own personal purpose and values. – Engage deeply with the core concepts of leadership we have learned in our class. – Exercise leadership within your Learning Community.

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Why Hunger?

Hunger is an oftentimes invisible tragedy. Hunger in America exists for over 50 million people. That is 1 in 6 of the U.S. population – including more than 1 in 5 children. (Feeding America Website) Our purpose is to not become experts on hunger, but on analyzing this challenge through a leadership lens.

It’s about the process …

  • Individual Study (Research on Hunger)
  • Group Study (Hunger Tree, Set Learning Goals, Talk about

Team Strengths, Identify Plan of Action/Timeline)

Preparation

  • Cats for Cans – Mobilizing Can Collection in Neighborhoods
  • Drop off bags and flyers, pick up donation, deliver and sort at

Flint Hills Breadbasket

  • Other?

Action

  • After-action review (worksheet)
  • Group reflection in learning community

Reflection

  • Group evaluation to articulate learning (in form of your

choice, e.g., portfolio, presentation, video, etc.)

  • Group meeting with Instructor for evaluation
  • Hint: Do P-A-R well … E will be a natural overflow of your

learning!

Evaluation

Weeks 6-8 Weeks 9-12 Weeks 11-12

Weeks 13 (Draft) Final Meeting After Thanksgiving

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Preparation Stage: Learning about Hunger

  • Outside “Lecture”

(Documentary)

  • Individual research
  • Group preparation guide

and discussion about hunger

– Hunger Tree (see World Food

Programme Resources)

– Hunger Continuum (How

familiar are you with issue?)

– Goal Setting (Academic, Civic,

Personal)

– Team Strengths Grid (Gallup

Strengthsfinder)

Academic Personal Civic

Action Stage: Community Food Collection

  • Prep bags/flyers to deliver in neighborhoods

(announcing food collection)

  • Return to neighborhoods to collect food

– Partnership with City for use of Online Mapping

  • Take collected food to Breadbasket
  • Sort food
  • Assist in food “basket” assembly and

distribution

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Reflection Stage

Critical reflection with your Learning Community is an opportunity to …

 think critically about your experience;  understand the complexity of your service experience and put it in a larger context;  challenge your own attitudes, beliefs, assumptions, privileges, prejudices, and stereotypes; and  transform a single project into further involvement and/or broader issue awareness (Ash & Clayton, 2004)

Reflection: Using DEAL model

  • Describe the

experience

  • Examine the

experience through personal growth, academic content, or civic responsibility

  • Then, articulate the

learning

Ash & Clayton, 2009

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Evaluation: Articulation of Learning

YOU Decide How! As a learning community, you will engage with the following five questions, which come from the DEAL model of articulating learning (Ash & Clayton, 2009):

  • What did we learn from the Hunger Project?
  • How did we learn it?
  • Why does it (the learning) matter?
  • What will I (the individual members of our group) do as a result of the Hunger

Project?

  • What will we (the entire group) do as a result of the Hunger Project?

As long as your group engages in some manner with these five questions, the group is free to dictate the expression of the answers in whatever mater it

  • chooses. Again, the purpose of this assignment is to evaluate your experience –

your group should take the freedom offered to here to explore the questions in a way that is authentic to everyone in the group.

Some Common Themes of Learning

  • Using strengths
  • Servant leadership
  • Inclusive Leadership
  • Transactional vs. transformational leadership
  • “More than a project for class”
  • Connection to Manhattan community
  • “Making a difference” through simple acts of

serving

  • Awareness of the issue of hunger
  • Challenges of working as a group
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Evaluation Example - Video

  • https://www.youtube.com/watch?v=BHAhgK4

exEk&feature=youtu.be

Implications of the Hunger Project

  • Service-learning enhances student engagement and

leadership development in a large, first-year class

  • Multiple stakeholders and systems are involved in

this kind of project; consideration of resources is important when engaging in the high impact practice of service learning (Kuh, 2008)

  • This type of project supports educational needs of

21st century: educating for civic engagement, preparation for a life in diverse society; a time of profound change (Levine & Dean, 2012)

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Question for Discussion

  • What issues are important to our

community (that could frame service learning?)

  • How does your university utilize service

learning/critical reflection in your first-year courses?

  • What might be some obstacles to

incorporating service learning?

  • How do you meaningfully assess learning?

References/Resources

 Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to reflection and assessment. Innovative Higher Education, 29, 137-154.  Ash, S. L., & Clayton. P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.  Feeding America. (n. d.) Hunger in America. http://feedingamerica.org/hunger-in-america.aspx  Furco, A. (1996) Service-learning: A balanced Approach to Experiential

  • Education. In B. Taylor (Ed.), Expanding Boundaries: Serving and Learning

(pp. 2-6). Washington DC: Corporation for National Service.  Gallup (n. d.) StrengthsQuest team talent map. Retrieved from: http://www.strengthsquest.com/content/141422/Team- Development.aspx  Higher Education Research Institute [HERI]. (1996). A social change model

  • f leadership development. Los Angeles: University of California Los

Angeles, HERI.  Jacobson, K. (Producer, Director), & Silverbush, L. (Producer, Director). (2013). A Place at the Table [Documentary). USA: Magnolia Pictures.

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 Kuh, G. (2008). High impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: AAC&U Press.  Levine, A., & Dean, . D. R. (2012). Generation on a tightrope: A portrait of today’s college student. San Francisco: Jossey-Bass.  Reitenaur, V. L. (2005). Becoming Community: Moving from I to we. In C.M. Cress, P. J. Collier, V. L. Reitenauer (eds.), Learning through serving: A guidebook for service-learning across the disciplines (pp. 33-42). Sterling, VA: Stylus.  Saltmarsch, J. Hartley, M., & Clayton, P. (2009). Democratic engagement white paper. Boston, MA: New England Resource Center for Higher Education. Retrieved from: http://futureofengagement.files.wordpress.com/2009/02/democratic

  • engagement-white-paper-2_13_09.pdf

 University of Maryland [UMD]. (1999). Faculty handbook for service-

  • learning. College Park, MD: Author. Retrieved from:

http://www.snc.edu/sturzlcenter/docs/UMD_service_learning_facult y_handbook.pdf  World Food Programme (n. d.). The hunger tree. Lesson plan retrieved from http://documents.wfp.org/stellent/groups/public/documents/webco ntent/wfp202399.pdf